Unit 1 – Choices and Consequences

READY Theme: Home and Family

8 Weeks

Timeframe

Marking Period #1

READY Lesson 6: Citing

Evidence to Support

Inferences Essential Questions:

How do we make good choices?

How do our choices affect others?

Do we always have a choice?

How can we prevent child abuse in our community?

Is stricter legislation necessary to protect children from sexual abuse?

How does our environment influence our values and beliefs?

CCSS:

RL.8.1 RI.8.1 W.8.1 SL.8.1 L.8.1

RL.8.2 RI.8.2 W.8.2 SL.8.2 L.8.2

RL.8.3 RI.8.3 W.8.3 SL.8.3 L.8.3

RL.8.4 RI.8.4 W.8.4 SL.8.4 L.8.4

RL.8.5 RI.8.5 W.8.5 L.8.5

RL.8.6

RL.8.7

RL.8.8

RL.8.9

RL.8.10

RI.8.6

RI.8.7

RI.8.8

RI.8.9

RI.8.9

RI.8.10

Content-Specific (Tier III) Terms:

Assortment, salve, sentinel, literal, elaborate, regal, intimidate, resignation, mischievous, desolate, indulge, frivolous, fracture, commotion, ordeal, plaintive, acknowledge, sullen, muse, assess, condolence, appropriate, scorn, abrupt, emerge, inquire, essential, bailiff, despise, testimony, contract, assert

Literary (Tier II) Vocabulary: Irony, theme, summary, character, setting, plot, dialogue, figurative language, connotative, tone,

analogy, allusion, supporting ideas, context

Texts and Respective Tasks

Forged by Fire by Sharon Draper

“My Papa’s Waltz” by Theodore Roethke and “Anger”

“A Day’s Wait” by Ernest Hemmingway

“Harsh Parenting” by NewsELA

“Child Sexual Abuse Statistics” and “Effects of Child Sexual Abuse on Victims” by victimsofcrime.org

Literature—Novel

Ready Lesson #3

Ready Lesson #4

Poetry

Ready Lesson #6

Literature—Short Story

Ready Lesson #7

Ready Lesson #8

Informational—

News Article

Ready Lesson #1

Ready Lesson #2

Informational

Ready Lesson #5

8 Weeks 3 Days 1 Week 3 Days 1 Week

READING TASKS:

Over the course of the term, students will be assigned specific chapters in which they will demonstrate comprehension by answering questions that will require in- depth analyses, critical

READING TASKS:

1st Read-Close read text for comprehension. 2nd Read-Analyze text to understand setting, characters, theme, figurative language, stylistic devices used in the poem.

READING TASKS:

1st Read-Close read the excerpt in short paragraphs for comprehension. 2nd Read-Utilize the close reading strategy to understand symbolism, setting, characters, theme, use of

READING TASKS:

READING TASK: 1st Read-Close read the excerpt for comprehension. 2nd Read-Analyze the author’s purpose, tone, and meaning of text. Make inferences, predict

READING TASKS:

1st Read-Read the short text in its entirety for comprehension; highlight topic sentence and main points throughout text. 2nd Read- Evaluate the data presented based on

thinking, and/or synthesizing the text. 1st Read-Closely read RL.8.1-5, 9-10

3rd Read-Connect the poem’s theme to the plot of the narrative using specific details and cited textual evidence. RL8.1, 3

suspenseful language, and meaning of text. 3rd Read-Connect the excerpt/story’s plot to the theme of the narrative. Compare the relationships of families from both texts. Connect to real life. Cite textual evidence from close reading of both pieces to support your findings. RL.8.1-3, 5-6

outcomes, and draw conclusions from the text. 3rd Read-Connect the theme of the novel to the article with cited textual evidence. RI.8.1-4, 6

relevance to Forged by Fire. 3rd Read-Closely reread each paragraph and use text- dependent questions to guide the understanding of the text. Connect the theme of the narrative to the argument with supported evidence from the text. RI.1, 3, 6, 8

WRITING TASKS:

Define the word “forged.” Using evidence from the text, explain why the title has more than one possible interpretation. W.8.1 L.8.1a-d, 2a, c Explain how fire is an important image in the novel using specific examples from the text, starting with the first

WRITING TASKS:

Write an interpretive analysis: What is the “Waltz” in this poem? Is it really a dance? Use evidence from the text to back up your answer. W.8.1b-c L.8.1a-d, 2a, c

WRITING TASKS:

Write a comparative analysis of the two families from “A Day’s Wait” and the novel. Using evidence from the text, show how the families are similar or different or both. W.8.3a-d, 4-5 L.8.1a-d, 2a, c

WRITING TASKS:

Write about how the power of knowing can lead to choices and consequences that effect more people than just yourself. Use evidence from the text to support your claim. L.8.1a-d, 2a, c, 3, 6

WRITING TASKS:

Write a letter to the State or local legislature describing the current problem of child abuse and its effects. Provide a list of choices and actions the government can take to help prevent abuse of children. Explain the consequences of those choices. W.8.1a-e L.8.1a-d, 2a, c

chapter and ending with the concluding action between Jordan and Gerald. How is “fire” an image of pain as well as release for Gerald and Angel? W.8.2a-b L.8.1a-d, 2a, c Construct a critical analysis of the choices made by one of the characters in the novel. Describe the choice and its motivation and then explain the ultimate consequences of those choices. W.8.4 L.8.1a-d, 2a, c

LANGUAGE

INSTRUCTION:

Language instruction will

occur in 15-20 minute

mini lessons twice a

week, with consistent

reinforcement through

analysis of the text during

reading.

LANGUAGE

INSTRUCTION:

Language instruction will

occur in 15-20 minute

mini lessons twice a

week, with consistent

reinforcement through

analysis of the text during

reading.

LANGUAGE

INSTRUCTION:

Language instruction will

occur in 15-20 minute

mini lessons twice a

week, with consistent

reinforcement through

analysis of the text during

reading.

LANGUAGE

INSTRUCTION:

Language instruction will

occur in 15-20 minute

mini lessons twice a

week, with consistent

reinforcement through

analysis of the text during

reading.

LANGUAGE

INSTRUCTION:

Language instruction will

occur in 15-20 minute

mini lessons twice a week,

with consistent

reinforcement through

analysis of the text during

reading.

Grammar instruction will

include the function of

verbs—active and passive

voice. L.8.1

Mechanics instruction will

include end punctuation

and spelling. L.8.2

Syntax instruction will

include an analysis of the

use of active/passive

voice and the subjunctive

mood. L.8.3

Grammar instruction will

include the function of

verbs—active and passive

voice. L.8.1

Mechanics instruction will

include end punctuation

and spelling. L.8.2

Syntax instruction will

include an analysis of the

use of active/passive

voice and the subjunctive

mood. L.8.3

Grammar instruction will

include the function of

verbs—active and passive

voice. L.8.1

Mechanics instruction will

include end punctuation

and spelling. L.8.2

Syntax instruction will

include an analysis of the

use of active/passive

voice and the subjunctive

mood. L.8.3

Grammar instruction will

include the function of

verbs—active and passive

voice. L.8.1

Mechanics instruction will

include end punctuation

and spelling. L.8.2

Syntax instruction will

include an analysis of the

use of active/passive

voice and the subjunctive

mood. L.8.3

Grammar instruction will

include the function of

verbs—active and passive

voice. L.8.1

Mechanics instruction will

include end punctuation

and spelling. L.8.2

Syntax instruction will

include an analysis of the

use of active/passive voice

and the subjunctive mood.

L.8.3

SPEAKING AND

LISTENING TASKS:

The teacher will provide opportunities for students to develop extensive rich discussion of text through cited textual evidence, text-dependent questions, context clues, task markers, sticky notes, and other discussion strategies. Guiding Questions -Why does Sharon Draper title the novel “Forged by Fire?” What

SPEAKING AND

LISTENING TASKS:

How does this poem display irony? What does that irony say about the child in the poem? SL.8.1a-d RL.8.4

SPEAKING AND

LISTENING TASKS:

Discuss the way the child and father respond differently to the illness. Infer the reason Hemmingway ended the story ambiguously and predict different endings. Examine and discuss the relationship between father and son and compare and contrast with the relationships in the novel.

SPEAKING AND

LISTENING TASKS:

With a partner, discuss some clear examples of harsh parenting. Determine if harsh parenting is really child abuse or not. With a partner, discuss some reasons parents may do the examples of harsh parenting from earlier. Determine if harsh parenting should be a crime. SL.8.1a-d, 2

SPEAKING AND

LISTENING TASKS:

Engage in small group collaborative discussion. Discuss the different statistics. Can we trust this data? What surprised you about these numbers? SL.8.1-3 What do you think the authors of this data intend for the readers to understand from it? Why did they do this research? SL.8.2

does this text say “forged” means? -What does the image of fire symbolize in the novel? What are the different ways Sharon Draper uses fire? - Why did Angel let Jordan's abuse continue? Why didn't she tell? What effect did Jordan's abuse have on Angel's life? What long-range effects might develop? Support your answer with specific details.

-What sort of choices are made in the novel? What are the consequences for the characters? -How can families learn to cope effectively with tragedy and pain? When is it necessary to ask for help? SL.8.1a-d, 2

Identify and discuss the choices and their consequences. How does Hemmingway view choice? SL.8.1a, d In pairs, critically examine Hemmingway’s use of dialogue to build the two characters in the story. SL.8.1a-d

Critically think and discuss how the power of knowing about the problem of harsh parenting can end the toxic cycle of abuse between parents and children. SL.8.1a-d, 2-4

Can you identify any of the effects listed in the characters from the novel? SL.8.4

READY Supplements for Reading Mississippi College and Career Readiness Standards (MCCRS)

READY Student Lessons Additional Coverage in Teacher Resources Book Lesson Pages

RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL. 8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the next.

3 Citing Evidence to Make Inferences

6 Citing Evidence to Support Inferences

1, 2, 4, 5, 10-13, 19, 20

7- 9, 15-18, 21

RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

1 Analyzing the Development of a Central Idea,

2 Summarizing Informational Texts

8 Determining Theme, 9 Summarizing Literary Texts

3-5, 10, 12-14, 19, 20

6, 7, 15-18, 21

RI.8.3 Analyze how text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories.

4 Analyzing Comparisons, 5 Analyzing Categories

1-3,10-12,14,19

RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

7 Analyzing Dialogue and Incidents in Stories and Drama

6, 8, 9, 16, 18,2 1

RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

10 Analyzing Word Meanings, 11 Analyzing Word Meanings

15 Determining Word Meaning , 16 Analyzing Analogies and Allusions

1-5, 12-14, 19, 20

6-9, 17, 18, 21

RI.8.5 Analyze in detail the structure of a specific paragraph in a text including the role of particular sentences in developing and refining a key concept. RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

12 Analyzing the Structure of Paragraphs

17 Comparing and Contrasting Structure

3, 10, 31, 14, 19

9, 21

RI. 8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

13 Determining Point of View, 14 Analyzing How Authors Respond

10,11,19, 20

9

RL. 8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

18 Analyzing Point of View

RI. 8.7 Evaluate the advantages and disadvantages of using different mediums (e.g. print or digital text, video, multimedia) to present a particular topic or idea RL. 8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

Media Feature 1

Media Feature 2

1-5, 10-14, 19, 20

6-8, 18, 21

RI. 8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. RL. 8.8 (Not applicable to literature)

19

N/A

10

N/A

RI. 8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. RL. 8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible,

20 Analyzing Conflicting Information

21 Analyzing Elements of Modern Fiction

3 -

including describing how the material is rendered new.

RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6-8 text complexity band independently and proficiently. RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity.

All Lessons

All Lessons

All Lessons

All Lessons

READY Supplements for Language Mississippi College and Career Readiness Standards (MCCRS)

READY Student Lessons Additional Coverage in Teacher Resources Book Lesson Pages

L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

----- 2-4, 6, 8, 9, 15, 21

L.8.1a Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.

L1-L6 1, 2, 7

L.8.1b Form and use verbs in the active and passive voice.

L7 11

L.8.1.c Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.

L8 4, 20

L.8.1.d Recognize and correct inappropriate shifts in verb voice and mood.

L9 14

L.8.2.a Use punctuation (comma, ellipsis, dash) to indicate a pause or break.

L10 15, 16, 18, 21

L.8.2.b Use an ellipsis to indicate an omission.

L11 3, 12, 20

L.8.3 Use knowledge of language and its conventions when writing.

----- 6

L.8.3.a Use verbs in the active and passive voice and in t eh conditional and subjunctive mood to achieve particular effects (e.g. emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact.)

L12 ----

L.8.4 Determine or classify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexible from a range of strategies.

----- 14, 16, 17

L.8.4.a Use context (e.g. the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

L13 1-3, 4-16, 18-21

L.8.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g. precede, recede secede).

L14 1, 2, 5-7, 11-14, 16, 19, 20

L.8.4.c Consult general and specific reference materials (e.g. dictionaries, glossaries, thesauruses) both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

L15, L16 5, 7, 9, 13, 17, 20

L.8.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g. by checking the inferred meaning in context or in a dictionary).

----- 4, 6, 8-11, 14, 16, 18, 19

L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meaning.

----- 2

L.8.5.a Interpret figures of speech (e.g. verbal irony, puns) in context.

L17 8-10, 17, 18, 20

L.8.5.b Use the relationship between particular words to better understand each of the words.

L18 8,21

L.8.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g. bullheaded, willful, firm, persistent, resolute)

L19 15,18,21

Additional Resources http:www.commoncoresheets.com

http:www.teachersnotebook.com

http:betterlesson.com/common_core

http:www.readworks.org

https://www.teacherspayteachers.com

http:www.readwritethink.org

http://www.hpc.rcs.k12.tn.us/teachers/killenm/Unseen's%20Task%20Cards2_072611.pdf (Task Cards)

http://images.pcmac.org/Uploads/HamblenCounty/HamblenCounty/Divisions/DocumentsCategories/Documents/Task%20Cards%20List%20Up

dated.pdf (Task Cards)

https://www.engageny.org